From Avoiding Bias to Social Justice: A Continuum of Assessment Practices to Advance Diversity, Equity, and Inclusion

From Avoiding Bias to Social Justice: A Continuum of Assessment Practices to Advance Diversity, Equity, and Inclusion

Anne E. Lundquist (Campus Labs, USA) and Gavin Henning (New England College, USA)
DOI: 10.4018/978-1-7998-4108-1.ch004
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Abstract

The demographics of U.S. colleges and universities continue to evolve and higher education is being called to reinvent itself in order to ensure that all students have high quality learning experiences. An equity-minded approach to assessment helps determine the effectiveness of diversity, equity, and inclusion initiatives and programs as well as embodies practices and procedures that themselves are socially just. This text share many research-based practices that value, prioritize, and develop diversity, intercultural fluency, and equity in campus specific settings. This chapter describes the higher education and cultural context in which the equitable assessment conversation is taking place; reviews how research paradigms, methods, and culture impact assessment decisions and methods; describes a socially just assessment continuum; and offers tips for implementing equity-minded assessment.
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Context

To understand the importance of socially just assessment, it is essential to examine the current context of higher education in the United States.

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